Situational Motivation Research Articles

Predicting Health Misperceptions: The Role of eHealth Literacy and Situational Perceptions

ABSTRACT This study sought to understand how health misperceptions develop among individuals after exposure to misinformation messages, and how eHealth literacy and situational motivation in problem solving are associated with the negative effects of misinformation exposure. We also sought to understand the differentiated effects of misinformation exposure on the four misinformation-susceptible publics. Results from two studies revealed that situational motivation was positively associated with the formation of misperceptions after misinformation exposure as well as individuals’ likelihood of amplifying the misinformation message. However, eHealth literacy does not reduce misperceptions, as had been hypothesized. In fact, eHealth literacy was not significantly associated with misperceptions or with misinformation amplification likelihood. Results also provide support for the typology of misinformation-susceptible publics as misinformation-amplifying publics were the most susceptible to misinformation messages.

Predictors of post-exercise affect: A self-determination theory approach considering physical, social, and psychological factors.

Studies have shown increases in affect after acute exercise. However, the specific aspects of an exercise experience that predict or contribute to post-exercise affect remain relatively unknown. This study aimed to determine which physical (i.e., duration and intensity), contextual (i.e., social context and time of day), and psychological factors (i.e., motivation and need satisfaction) predicted post-exercise affect. In 2021, 296 gym users self-reported affect before and immediately after exercising at a gym facility. Participants also reported situational motivation towards exercise, need satisfaction (i.e., autonomy, competence, and relatedness), who they exercised with (social interaction), and the duration and perceived intensity of their exercise session. We first conducted a paired samples t-test to identify whether affect significantly increased from before to after exercise, and then a hierarchical regression model to determine which factors predicted post-exercise affect. Affect significantly increased from before to after exercise (t[291] = 8.116, p < .001). Autonomous motivation (β = .23, p = <.001), autonomy satisfaction (β = .15, p = <.05), and relatedness satisfaction (β = .19, p = <.01) significantly predicted post-exercise affect, whereas duration, perceived intensity, social interaction, and time of day did not. People should be encouraged to engage in activities that satisfy their need for autonomy and relatedness during leisure-time (i.e., not during the workday). SO WHAT?: This approach to physical activity promotion may lead to better affective outcomes and increased adherence compared to focusing on how long, how intense, or with whom people exercise.

The motivation of reading of vocational-technical (VT) schoolchildren

The investigation of reading motivation is important in studying, regulating, and prognosing the development of personalities. The article deals with the investigation of one thousand vocational-technical schoolchildren and 300 teachers and tutors from seven schools. The data was collected through questionnaires, interviews, and observation. The computer of Vilnius University was used to amend the collected material. The reading motivation of regular and irregular readers was different. Some differences in the motivation of girls and boys were found. The reading motivation of VT schoolchildren is complicated, unstable, and not a strong construct, reflecting the main socio-psychological features of VT schoolchildren's socialization period. One-third of the tested young people indicated that reading is a matter of great importance. Another part of the schoolchildren expressed their positive but passive standpoint. The main obstacles in reading activity are time deficit, difficulties in finding interesting literature to read, challenges in buying books, and problems related to weak eyesight, memory, and attention. It is important to investigate the situational motivation for reading among VT schoolchildren in their school library. The main tasks of educators and librarians are to evaluate schoolchildren's reading practices and to uphold the prestige of reading in VT schools.

Preliminary Validity and Reliability of the Persian Version of The Situational Motivation Scale for use in Academic Sport Contexts

Motivation is one of the most important psychological factors in recognising human behavior in different settings. The purpose of this study was to analyse the reliability and validity of the Persian version of the Situational Motivation Scale (P-SIMS) developed by Guay et al., (2000) in academic sport settings. A total of 231 undergraduate students, 113 males (51.6%) and 106 females (48.4%), participated in the study. The P-SIMS consists of 16 items and four subscales: intrinsic motivation, identified regulation, external regulation, and amotivation. Cronbach's alpha coefficient, interclass correlation coefficient (ICC), confirmatory and exploratory factor analysis was used to determine the internal consistency of subscales, temporal reliability, construct validity of the scale respectively. The Standardized estimate of 16 questions shows that the CFI, GFI, and NNFI indexes are above 0.90 and the RMSEA index is below 0.08, indicating the acceptability of the fit indexes. Also, the results of the calculations performed to estimate the reliability of the scale factors show that the value of the Cronbach's alpha coefficient and interclass correlation coefficient (ICC) are good enough and considering that the internal consistency coefficients and temporal reliability of the components of the list are reasonable and appropriate, the reliability of the scale is confirmed. The results showed that P-SIMS has relatively acceptable construct validity and acceptable internal consistency and test-retest reliability. The results of this study support the preliminary validity and reliability of the P-SIMS for use in academic sport contexts.

Multitasking while studying - grit moderates the relationship of situational motivation and multitasking.

Multitasking during studying is frequent among students. In this experience sampling study we examine if multitasking during studying can be explained by situational study motivation and the personality trait grit; and if grit moderates the relationship of situational motivation and multitasking. Eighty-eight students participated. All participants planned to write an important exam within the upcoming 2 weeks. Situational motivation was conceptualized along the lines of self-determination theory, differentiating between autonomous and controlled motivation. Also, we assessed students' grit. Hypotheses were tested using multilevel modeling in MPlus. As predicted, students multitasked less when situational study motivation was autonomous (vs. controlled). Contrary to predictions, we did not find a significant main effect of grit on multitasking. However, the interaction effect was significant, indicating that in situations with relatively controlled study motivation grittier students are more likely to refrain from multitasking than their less gritty peers.

ПІДГОТОВКА ФАХІВЦІВ СПОРТИВНО-ОЗДОРОВЧОГО ТУРИЗМУ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ: ІНТЕРАКТИВНИЙ ПІДХІД

Team Actuality. The training of sports and health tourism specialists necessitates a shift in emphasis from traditional forms of education to innovative methods and ways of organizing the educational process in higher education institutions. The purpose of the research there is a systematization of methods and means of activating the educational process during classes in professional disciplines for the training of sports and health tourism specialists. Research methods. Analysis, comparison, systematization, generalization of scientific and methodical literature, pedagogical testing. Research results and key conclusions. The components of the professional training of specialists in this field have been identified, the expediency of using interactive technologies in the training of sports and health tourism specialists, first (bachelor's) level graduates in the specialty "Tourism" has been substantiated. The forms and methods of interactive training that can be used for the purpose of training sports and health tourism specialists include: discussion, presentation, heuristic conversation, round table method, business games, role-playing games, case method, practical group or individual exercises followed by discussion of results, simulation of interaction situations, analysis of video recordings, including recording of own actions, organization of meetings with invited specialists and outstanding people, collective solution of creative tasks, animation. The use of interactive learning methods actualizes the situational motives of activity; activity motivated by these incentives leads to the formation of established motives and values that lie in the semantic field of the individual's tourist competence. The use of interactive learning methods enriches the experience of independent activity and personal responsibility of students.

Motivation to learn Biology: Adaptation and validation of a Science Motivation Questionnaire with Slovene secondary school students

Motivation for biology can be considered as one of the most important factors influencing the teaching and learning of biology. Thus, the main objectives of this research were to test the validity of an instrument that measures students' motivation for the subject of biology, and to determine the situational motivation of Slovenian secondary school students for learning biology. Based on 516 completed web questionnaires filled in by various secondary school students from Slovenia, we came to the following conclusions. By applying non-parametric tests, we concluded that there were certain statistical differences between genders and between students from different secondary schools and regions when it came to motivation for studying biology. First-year students are more concerned with assessing knowledge. Those from the fourth year, on the other hand, are more interested in the knowledge they have acquired rather than the grade they have achieved. They also considered knowledge in biology as important for their life and thus for their career. The factor analysis yielded a structure different from the theoretical constructs. The responses of Slovenian secondary school students formed five factors for the motivation to learn biology: (1) intrinsic motivation and personal importance, (2) anxiety about assessment tasks, (3) self-efficacy in assessments, (4) career motivation and (5) responsibility. This information could be useful for teachers and researchers to promote motivation for the discipline and subject of biology. A lack of motivation in science can hinder science and science literacy, which is necessary for responsible decision-making and behaviour and in choosing a career in science.

Validity Evidence for Using the Situational Motivation Scale to Assess Pre-Clerkship Medical Student Motivation

Validity Evidence for Using the Situational Motivation Scale to Assess Pre-Clerkship Medical Student Motivation

Gender and circadian preferences influence emotions and motivation in secondary mathematics classrooms

ABSTRACT Many studies have reported poor school achievement in evening persons and general circadian fluctuations in cognition. The aim of this study was to analyze circadian fluctuations in a cross-sectional design and examine the effects of chronotype on situational emotions and intrinsic motivation. A cross-sectional survey study was conducted in three Turkish secondary schools with a total sample of 599 students (283 females and 316 males). Data were collected at the end of specific math lessons of the same grade level and content, using a form combining three scales. We found no gender-related differences in intrinsic motivation, while there were some differences in situational motivation. In math classes, female students exhibited higher level of interest, while boys scored higher on boredom. In addition, students who scored high on morning affect reported higher levels of interest, well-being, and less boredom. Students with higher stability (and lower fluctuations in mood and cognition during the day) reported a higher degree of enjoyment, perceived competence, perceived choice, and less pressure/tension in their math lessons. A positive association was observed between distinctness, interest, and well-being, while negative correlations existed between distinctness and boredom. This suggests that students with higher diurnal stability reported a higher level of interest, well-being, and a lower level of boredom. Additionally, the results of the analyses showed that morningness, distinctness, and eveningness were significant predictors of intrinsic motivation. Conversely, gender, time of application, morningness, and distinctness emerged as predictors for situational emotions in mathematics classes.

The intraindividual dynamics of university students' motivation and emotions: The role of autonomy-supportive learning climates and learning activities.

The motivation and emotions of students are context dependent. There are specific moments when students may find their coursework more or less motivating, resulting in stronger or milder emotional responses. Identifying factors directly controllable by teachers empowers them to effectively address challenging situations characterized by lower motivation and increased negative emotions. We aimed to investigate how learning activities and students' perception of teaching practices fostering autonomy relate to competence and value beliefs, and emotions in the context of course participation within higher education. Seventy-seven Taiwanese university students provided 762 learning reports associated with their course participation experiences. The experience sampling method (ESM) was used. Participants responded to ESM surveys on their phones for 14 days, reporting motivational beliefs, emotions and contextual characteristics of the course if they indicated active participation in a course upon receiving notifications from their phones. A significant portion of the variation is attributed to situational fluctuation, suggesting that academic emotions and competence and value beliefs vary within students across measurements. An increase in students' perception of an autonomy-supportive learning climate correlates with higher competence beliefs, intrinsic value and positive emotions, coupled with reduced perceived costs and negative emotions. In contrast to lectures, engaging in independent hands-on work, participating in group collaborative projects or interactive discussions appear to inspire motivation or evoke stronger emotional responses in students. Teachers' teaching practices and classroom learning activities play a pivotal role in shaping students' situational motivation and emotions.

How breaking a sweat affects mood: The mediating role of self-efficacy between physical exercise and emotion regulation ability.

This study investigates the association between physical exercise and emotion regulation abilities among college students, introducing self-efficacy as a mediating variable to analyze the pathway mechanism through which physical exercise affects emotion regulation abilities. A cross-sectional study design was employed, utilizing a stratified random sampling method to survey three colleges in Jiangsu Province, China. Physical Activity Rating Scale, Physical Activity Self-efficacy Scale, and Emotional Intelligence Scale were used to measure the college student population. Regression analysis and mediation tests assessed whether self-efficacy mediates the relationship between physical exercise and college students' emotion regulation abilities. A total of 5,430 valid questionnaires were collected. The distribution of college students' physical activities was 77.0% for low, 13.1% for medium, and 9.3% for high levels. Physical activities were significantly and positively correlated with self-efficacy and emotional management abilities (r = 0.298,0.105;P<0.01), and self-efficacy was significantly and positively correlated with emotional management abilities (r = 0.322, P<0.01). Situational motivation and subjective support under self-efficacy were 0.08 and 0.255, respectively, and the adjusted R2 was 0.107. Self-efficacy played a fully mediating role between physical activities and emotional management abilities, with a total effect value of 0.032. The values of the direct and indirect effects were 0.003 and 0.029, accounting for 8.95% and 90.74% of the total effect, respectively. The physical exercise behavior of college students is primarily characterized by low intensity. Physical exercise among college students can positively predict their ability to regulate emotions. Self-efficacy fully mediates the relationship between physical exercise and emotion regulation ability among college students. College students can indirectly influence their ability to regulate emotions through physical exercise and self-efficacy.

Not easy to get off track: Motivational trajectories of learners completing a non-formal online course

Non-formal learning is becoming increasingly important in everyday life. Both the availability of open online learning opportunities and the number of participants in online courses continue to grow. Initially learners report high levels of motivation, but completion rates tend to be low. In the present study, we examined motivational trajectories of learners completing a non-formal online course. To this end, 450 learners of 49 open online courses offered by Bavarian universities completed up to three online questionnaires throughout the course. First, we used latent profile analysis to explore motivational trajectories within five subtypes of situational motivation, which resulted in four different motivational profiles. However, all profiles were characterized by remarkable stability over time, and differences only in the actual levels of the five motivational subtypes. Second, we used bivariate latent change score models to focus on differences of change in intrinsic motivation when analyzing simultaneously with situational interest. In addition, we considered self-regulation and mastery goal orientation as predictors of change in motivation. For intrinsic motivation there was only a small mean change and compensating effect from T1 to T2. We discuss the findings in the light of the fact that there are high dropout rates in non-formal online courses and offer practical advice on how to better address non-completers in future research.

The Effect of Self-identity and Positive Emotion Intervention on College Students' English Reading Study on the Correlation between Test Scores

The aim of this study was to investigate the impact of self-identification and positive emotion intervention on college students' English reading comprehension. In the context of globalization, proficiency in English reading is crucial for effective cross-cultural communication and career advancement. However, previous research has primarily focused on the influence of self-efficacy on long-term learning, neglecting the examination-specific utilization of psychological adjustment strategies (such as positive emotional intervention) and its correlation with test performance and scores among students. Therefore, this study posits that through psychological adjustment and alleviation of test anxiety, positive emotional intervention and self-identification can facilitate improvements in English reading comprehension skills as well as enhance test coping abilities. A total of 61 non-English major college students were randomly selected and divided into two groups: “moderate self-identification group” and “high self-identification group”. Each group was further subdivided into an intervention group and a control group. The statistical software SPSS was employed to conduct descriptive statistics, correlation analysis, cluster analysis, and difference analysis in order to elucidate the relationship between positive emotions, self-identification, and English reading scores. These findings aim to provide novel insights for both the education industry and the psychological field. The results revealed that positive emotion intervention significantly influenced students' English reading test scores across different levels of self-identification. Specifically, students with a moderate level of self-identification exhibited improved performance after receiving positive emotion intervention, whereas those with a high level of self-identification maintained better performance without additional situational motivation. Furthermore, it was observed that reading materials of varying difficulty levels also impacted reading comprehension at an intermediate level of English proficiency. Overall, this study confirms the efficacy of positive emotion intervention in assisting students in effectively coping with challenges and enhancing their accuracy.

Modern software and physical education: can online training enhance gym training?

BackgroundThis study discusses the effectiveness of a 12-week intervention aimed at improving squat jump and sprint performance among second-year sports students.MethodsThe students were randomly divided into experimental (n = 89) and control (n = 92) groups. In addition to gym training, students of the experimental group also underwent online PE training. The students’ performance in Squat Jumps, 30 m sprint, and Progressive Aerobic Cardiovascular Endurance Run (PACER), as well as their situational motivation, were assessed before and after the intervention. Furthermore, the students assessed their physical activity weekly using self-reports.ResultsThe implementation of online training has positively impacted intrinsic and identified motivation, as well as external regulation; however, it was less effective in reducing amotivation compared to traditional gym-based training.ConclusionsThe findings of the study contribute to the data synthesis on the expediency of using modern software in physical education.

Students’ motivational trajectories in vocational education: Effects of a self-regulated learning environment

Motivation is central for successful learning processes and lifelong learning. In the present study, the motivational development of vocational students in a learning environment promoting self-regulated learning (SRL) was examined in comparison to a control group with regular, teacher-centered instruction. The first aim was to examine the development of the dispositional and situational motivation of vocational students. The second aim was to gain a deeper understanding of the students' motivational experiences and the factors of the learning environment that promote and impede motivation. For this purpose, a mixed-methods design was applied. Through multilevel analysis, we investigated the development of dispositional motivation between the beginning and the end of the first year of vocational education (N = 159), as well as the development of situational motivation over the first 14 weeks using weekly motivation measures (N = 119). In addition, we interviewed 19 students from the SRL-promoting and regular school settings. The quantitative results revealed significant changes in dispositional and situational motivation over time. The qualitative results showed that the three basic psychological needs (relatedness, competence, and autonomy) were central determinants of the students’ motivation in both learning environments—albeit to varying extents. Overall, the SRL-promoting learning environment has positive effects on student motivation, but interindividual differences must be considered. Moreover, the results shed light on the coexistence of different motivation regulations within students and interindividual differences in the interpretation of the satisfaction of the three basic psychological needs.

The Mediating Role of Intrinsic Motivation in the Relationship Between Organizational Support and Quantitative Workload and Work-Related Fatigue

Increasingly tight job competition means that workers often ignore work-related fatigue conditions, which can negatively impact workers and organizations, resulting in decreased health and work effectiveness and even work accidents. In order to prevent this, proper work-related fatigue management is needed. This research examines the role of intrinsic motivation as a mediator in the relationship between organizational support and quantitative workload with work-related fatigue. This research is quantitative research with a survey method. The sampling technique used was stratified random sampling. The measuring instruments used are the Occupational Fatigue Exhaustion/Recovery Scale (OFER), the Quantitative Workload Inventory (QWI), the short version of the Survey of Perceived Organizational Support (SPOS), and the Situational Motivation Scale (SIMS). Data analysis used path analysis and bootstrapping in SmartPLS 3.0. The analysis results show no mediating role for intrinsic motivation in the relationship between organizational support and quantitative workload with work-related fatigue. A high quantitative workload triggers increased work-related fatigue, so it needs to be balanced with sufficient organizational support.

Learning motivation and self-assessment in health economics: a survey on overconfidence in healthcare providers

IntroductionLifelong learning is the foundation for professionals to maintain competence and proficiency in several aspects of economy and medicine. Until now, there is no evidence of overconfidence (the belief to...

Exploring eye-tracking data as an indicator of situational awareness in nursing students during a cardiorespiratory arrest simulation

AimTo examine the components of visual attention that maintain situational awareness during simulation training in undergraduate nursing students with different instruction levels. BackgroundEye-tracking can provide deep insight into the nurses' attention during simulated practice. Knowing which gaze patterns promote situational awareness can significantly improve nurse instruction. DesignA comparative observational study investigated the role of visual attention on the performance quality, psychophysiological parameters (vital signs, anxiety and stress) and socioemotional competencies (cognitive workload, motivation and self-efficacy) of nursing students with various experience levels. MethodsThirty nursing students divided into two groups according to their academic level: first cycle (n=14) and second-cycle (n=16) faced a clinical simulation scenario to resolve a cardiorespiratory arrest event. Eye tracking-based analysis required the selection of six areas of interest. The monitorization of vital signs included measuring blood pressure, heart rate, respiratory rate and oxygen saturation before and after the simulation practice. Participants completed the socioemotional questionnaire (NASA-TLX). They answered the state subscale of the State-Trait Anxiety Inventory (STAI), the Visual Analogue Scale (VAS) of stress, the Situational Motivation Scale (SIMS) and the Baessler and Schwarzer General Self-Efficacy Scale. ResultsThe first-cycle group displayed higher vital sign scores than the second cycle, apart from the post-simulation respiratory rate. All physiological parameters increased in mean value after the clinical simulation, except oxygen saturation. Anxiety was the only parameter in the socioemotional domain to present a statistically significant difference between the groups. First-year nursing students showed greater anxiety, stress, mental workload, identified regulation and intrinsic motivation, while second-year students showed higher levels of amotivation, external regulation and perceived self-efficacy. Eye-tracking data (revisits, gaze and duration of fixations) exhibited statistically significant differences depending on the area of interest in both groups (p =. 05). The performance outcomes showed a negative and moderate association with gaze the total number of gazes in the second-cycle group (rho = −0.640, p = 0.010). ConclusionEye-tracking-based analysis can help to predict performance quality while maintaining situational awareness during nursing instruction.

Multi-Faceted Influences on Perceived Messaging Effectiveness: Strategic Communication for Enhancing COVID-19 Risk Mitigation

ABSTRACT This study examines how situational motivation interacts with self-concept when responding to the different messaging strategies regarding a COVID-19 symptom map (CSM). In an online experiment, participants read either an individual-framed message emphasizing the benefits of CSM in enhancing a sense of control and self-reliance during the pandemic, or a community-framed message highlighting the benefits of CSM in protecting local communities. Findings suggested that self-construal, together with situational motivation, moderated the effects of message frames. This study advances strategic communication research by exploring a multi-faceted approach to understanding public perceptions of messaging frames and expanding cultural consideration to individual-level cultural traits that may go beyond demographics.

On the Relationship Between Learners’ Emotions and Cognition in the Technology-Enhanced Learning Environment: The Mediating Role of Learners’ Learning Styles and Situational Motivation

On the Relationship Between Learners’ Emotions and Cognition in the Technology-Enhanced Learning Environment: The Mediating Role of Learners’ Learning Styles and Situational Motivation